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Frontiers in Psychiatry 2022Developmental dyscalculia (DD) is characterized by insufficient mathematical learning ability and weaker mathematical performance than peers who are developmentally...
Developmental dyscalculia (DD) is characterized by insufficient mathematical learning ability and weaker mathematical performance than peers who are developmentally typical. As a subtype of learning disability, developmental dyscalculia contributes to deep cognitive processing deficits, mainly manifested as a lack of numerical processing ability. This study utilized event-related potentials (ERPs) technology to examine the negative priming effects (NP) between children with and without DD. Behaviorally, trends in mean reaction time (RT) were consistent between children with and without DD under prime and control conditions. The developmental dyscalculia group and the typical developmental (TD) children group showed a significant negative priming effect. However, the magnitude of the NP was significantly different between two groups, with the magnitude being significantly higher in the TD group than the DD group. In terms of the ERPs results, there were significantly larger amplitudes of P100, P200, and P300 in the TD group than that of children with DD. At the same time, in the DD group, N100 and P300 latency were significantly delayed in some electrodes than the TD group. The results indicated that there were characteristic inhibition deficits in children with DD. Inhibition defects in children with DD might be the underlying cause of the development of digital processing ability of children with DD.
PubMed: 36276312
DOI: 10.3389/fpsyt.2022.877651 -
Journal of Learning Disabilities 2023Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying...
Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.
Topics: Humans; Child; Dyscalculia; Memory, Short-Term; Learning Disabilities; Executive Function; Cognition
PubMed: 35674456
DOI: 10.1177/00222194221099674 -
Effects of transcranial stimulation in developmental neurocognitive disorders: A critical appraisal.Progress in Brain Research 2021Non-invasive brain stimulation (NIBS) has been highlighted as a powerful tool to promote neuroplasticity, and an attractive approach to support cognitive remediation....
Non-invasive brain stimulation (NIBS) has been highlighted as a powerful tool to promote neuroplasticity, and an attractive approach to support cognitive remediation. Here we provide a systematic review of 26 papers using NIBS to ameliorate cognitive dysfunctions in three prevalent neurodevelopmental disorders: Attention-Deficit/Hyperactivity Disorder (ADHD), Developmental Dyslexia and Developmental Dyscalculia. An overview of the state of research shows a predominance of studies using repetitive transcranial magnetic stimulation (rTMS) and transcranial direct current stimulation (tDCS) techniques, and an unequal distribution among clinical conditions. Regarding the utility of NIBS, the results are promising but also ambiguous. Twenty-three papers reported beneficial effects, but many of these effects were found only once or were only partially replicated and some studies even reported detrimental effects. Furthermore, most studies differed in at least one core aspect, the NIBS applied, the questionnaires and cognitive tests conducted, or the age group investigated, and sample sizes were mostly small. Hence, further studies are needed to rigorously examine the potential of NIBS in the remediation of cognitive functions. Finally, we discuss potential caveats and future directions. We reason that if adequately addressing these challenges NIBS can be feasible, with potential benefits in treating neurodevelopmental disorders.
Topics: Attention Deficit Disorder with Hyperactivity; Cognition; Cognitive Dysfunction; Humans; Transcranial Direct Current Stimulation; Transcranial Magnetic Stimulation
PubMed: 34167652
DOI: 10.1016/bs.pbr.2021.01.012 -
Frontiers in Behavioral Neuroscience 2020We describe the clinical features, neuropsychological tests, laboratory, electroencephalography (EEG), magnetic resonance imaging (MRI) and positron emission tomography...
We describe the clinical features, neuropsychological tests, laboratory, electroencephalography (EEG), magnetic resonance imaging (MRI) and positron emission tomography (PET) findings of a 59-year-old woman who presented to our Centre for cognitive impairment since few months, with language disturbances, particularly anomia, dyscalculia, and memory loss. The clinical and neuropsychological features were non-specific and overlapping with those of other rapidly progressing neurodegenerative disorders. However, brain MRI played a pivotal role in the diagnosis, showing cortical diffusion restriction, particularly in the parietal lobes and posterior cingulum, with sparing of the perirolandic cortex, typical of Creutzfeldt-Jakob disease (CJD). Brain MRI abnormalities were visible since the first evaluation and remained stable at 2 and 6 weeks follow up. Basal ganglia and thalami were never involved. PET showed left lateralized reduced glucose metabolism, with partial overlap with MRI signal abnormalities. Despite MRI were strongly indicative of CJD, clinical, laboratory and EEG findings did not fulfill the diagnostic criteria for CJD which applied at the time of clinical assessment. Indeed, neither myoclonus, visual or cerebellar signs or akinetic mutism were present. Also, the characteristic periodic sharp wave complexes were absent at baseline EEG, and the CSF assay for 14-3-3 was negative. We, therefore, performed a real-time quaking-induced conversion (RT-QuIC) assay on a frozen sample of corticospinal fluid (CSF), which showed a positive result. RT-QuIC is a prion protein conversion assay that has shown high diagnostic sensitivity and specificity for the diagnosis of CJD. RT-QuIC has been recently incorporated in the National CJD Research and Surveillance Unit and Center for Disease Control and Prevention (CDC) diagnostic criteria for CJD. The fatal evolution of the disease brought the patient to death 13 months after symptoms onset. Pathology proved the diagnosis of sporadic CJD, subtype MM/MV 2C.
PubMed: 32327983
DOI: 10.3389/fnbeh.2020.00055 -
Brain Sciences May 2022Developmental Dyscalculia (DD) signifies a failure in representing quantities, which impairs the performance of basic math operations and schooling achievement during...
Developmental Dyscalculia (DD) signifies a failure in representing quantities, which impairs the performance of basic math operations and schooling achievement during childhood. The lack of specificity in assessment measures and respective cut-offs are the most challenging factors to identify children with DD, particularly in disadvantaged educational contexts. This research is focused on a numerical cognition battery for children, designed to diagnose DD through 12 subtests. The aims of the present study were twofold: to examine the prevalence of DD in a country with generally low educational attainment, by comparing z-scores and percentiles, and to test three neurodevelopmental models of numerical cognition based on performance in this battery. Participants were 304 Brazilian school children aged 7-12 years of both sexes (143 girls), assessed by the Zareki-R. Performances on subtests and the total score increase with age without gender differences. The prevalence of DD was 4.6% using the fifth percentile and increased to 7.4% via z-score (in total 22 out of 304 children were diagnosed with DD). We suggest that a minus 1.5 standard deviation in the total score of the Zareki-R is a useful criterion in the clinical or educational context. Nevertheless, a percentile ≤ 5 seems more suitable for research purposes, especially in developing countries because the socioeconomic environment or/and educational background are strong confounder factors to diagnosis. The four-factor structure, based on von Aster and Shalev's model of numerical cognition (Number Sense, Number Comprehension, Number Production and Calculation), was the best model, with significant correlations ranging from 0.89 to 0.97 at the 0.001 level.
PubMed: 35625038
DOI: 10.3390/brainsci12050653 -
Journal of Learning Disabilities 2022A number of previous studies have identified cognitive deficits in developmental dyscalculia (DD). Yet, most of these studies were in alphabetic languages, whereas few...
A number of previous studies have identified cognitive deficits in developmental dyscalculia (DD). Yet, most of these studies were in alphabetic languages, whereas few of them examined Chinese DD. Here, we conducted a study aiming to determine the cognitive factors associated with DD in Chinese children. Five candidate cognitive factors of DD-phonological retrieval, phonological awareness, visual-spatial attention, spatial thinking, and pattern understanding-were examined in the present study. A total of 904 Chinese children ages 8 to 11 years participated in this study. From the sample, 97 children were identified with DD through tests of arithmetic ability, and 93 age- and IQ-matched typically developing children were selected as controls. Logistic regression analysis revealed that phonological retrieval, pattern understanding, visual-spatial attention, and phonological awareness significantly predicted DD, whereas spatial thinking failed to do so. Results of logistic relative weights analysis showed that all five factors explained statistically significant amounts of variance in arithmetic scores. Phonological retrieval had the most influence on DD, followed by pattern understanding, visual-spatial attention, phonological awareness, and spatial thinking. These findings have important clinical implications for diagnosis and intervention of Chinese DD.
Topics: Child; China; Dyscalculia; Humans; Language; Mathematics; Reading
PubMed: 34905999
DOI: 10.1177/00222194211063650 -
Dementia & Neuropsychologia 2022Expansive mutations in familial mental retardation 1 () gene have been associated with different phenotypes. Full mutations are associated with intellectual disability...
UNLABELLED
Expansive mutations in familial mental retardation 1 () gene have been associated with different phenotypes. Full mutations are associated with intellectual disability and autism spectrum disorder; premutations are associated with math learning difficulties and working memory impairments. In gray zone, neuropsychological development has not yet been described.
OBJECTIVES
This study aimed to describe the frequency of premutation and gray zone alleles in a school population sample representing a broad spectrum of variation in math achievement and detail school achievement and cognitive performance in the children identified with premutation or gray zone alleles.
METHODS
We described a two-phase study. In the first phase, 2,195 school-age children were screened for math achievement. In the second phase, 378 children with normal intelligence were neuropsychologically assessed and genotyped for . Of these, 121 children (61 girls) performed below percentile 25 in mathematics (MD group) and 257 children (146 girls) performed above percentile 25 (control group).
RESULTS
Four pupils presented expanded alleles, one premutation and three gray zone alleles. The girl with the premutation and one boy with a gray zone allele presented impairments in working memory and arithmetic performance below percentile 6, compatible with the diagnosis of developmental dyscalculia. These children's difficulties were not associated with inaccuracy of nonsymbolic number representations or literacy impairments. Dyscalculia in these children seems to be associated mainly with working memory impairments.
CONCLUSIONS
expansions in the gray zone may contribute to dyscalculia in otherwise healthy and normally intelligent children.
PubMed: 35719251
DOI: 10.1590/1980-5764-DN-2021-0035 -
Frontiers in Psychology 2021Several studies have aimed to identify subtypes of dyscalculia. In many of these studies, either pre-defined groups (e.g., children with reading and mathematical...
Several studies have aimed to identify subtypes of dyscalculia. In many of these studies, either pre-defined groups (e.g., children with reading and mathematical difficulties vs. children with isolated mathematical difficulties) were analyzed regarding their cognitive profiles (top-down approach), or clusters of children with dyscalculia (CwD) were identified based on a narrow range of cognitive and mathematical skills (data-driven or bottom-up approach). However, it has remained difficult to establish robust subtypes of dyscalculia across studies. Against this background, we conducted a mixture model analysis in order to explore and identify subtypes of dyscalculia based on a broad range of variables (intelligence, reading fluency, working memory, attention, and various mathematical skills). The total sample comprised 174 elementary school CwD (IQ > 70; mathematical abilities: percentile rank <10), which consisted of two subsamples. The first subsample was based on a diagnostic test focusing on calculation (HRT 1-4; = 71; 46 girls, 25 boys; age: = 9.28 years, = 0.94) whereas the second subsample was based on a diagnostic test with a strong focus on basic numerical capacities (ZAREKI-R; = 103; 78 girls, 25 boys; age: = 8.94 years, = 1.05). Results provided convincing evidence for the existence of two subtypes in CwD: A slightly impaired subtype and a strongly impaired subtype. Subtypes differed most strongly regarding mathematical abilities, but the analyses suggest that differences in attention could also be a key factor. Therefore, comorbid attention difficulties seem to be a relevant factor that needs to be considered when establishing subtypes. Substantial intelligence differences between dyscalculia subtypes could not be found. Differences in working memory and reading fluency were negligible. Overall, the results seemed to be robust regardless of the diagnostic test used for assessing dyscalculia. When planning interventions for CwD, the existence of a subtype with substantial attention problems should be kept in mind.
PubMed: 34234706
DOI: 10.3389/fpsyg.2021.589506 -
Child Neuropsychology : a Journal on... Nov 2023Developmental dyscalculia is a neurodevelopmental disorder, influencing the learning of mathematics in developing children. In the last two decades, continuous growth of... (Review)
Review
Developmental dyscalculia is a neurodevelopmental disorder, influencing the learning of mathematics in developing children. In the last two decades, continuous growth of research has helped in the advancement of the state of knowledge of dyscalculia. This upsurge in the number of studies makes it relevant to conduct a systematic review, covering all the empirical evidence, but there is a dearth of review studies synthesizing findings of the studies in the recent past. Therefore, the current study aims to systematically review studies investigating the underlying cognitive causal factors associated with developmental dyscalculia in the last two decades. To investigate the underlying cognitive factors associated with dyscalculia, two prominent approaches have been used: domain-general and domain-specific. While the domain-general approach argues for the deficit in general cognitive abilities, the domain-specific approach argues for the deficit in core numerical abilities. In the present review, the PRISMA method is followed. Articles were searched using two methods: firstly, through database sources of Google Scholar, Web of Science, and ScienceDirect, 1738 abstracts were screened, of which 46 articles met the specific inclusion criteria; and secondly, through recently published systematic reviews and meta-analyses, 29 studies were included. A total of 75 studies, 48 studies from domain-general and 27 studies from domain-specific approaches, have been selected. This review discusses domain-general and domain-specific approaches of developmental dyscalculia, along with specific theories associated with both approaches. Based on the discussed findings, visuospatial working memory and symbolic number processing abilities emerged as the best predictor of math ability in children with dyscalculia.
PubMed: 36440471
DOI: 10.1080/09297049.2022.2147914 -
Frontiers in Psychology 2023Developmental dyscalculia (DD) is a subtype of learning disabilities, which is characterized by lower mathematical skills despite average intelligence and average or... (Review)
Review
Developmental dyscalculia (DD) is a subtype of learning disabilities, which is characterized by lower mathematical skills despite average intelligence and average or satisfactory performance in other academic areas. It is not fully understood how such deficits emerge in the course of brain development. When considering the mechanisms of dyscalculia, two domain-specific systems are distinguished. The Approximate Number System (ANS) is related to the approximate estimation of large sets, and the Object Tracking System (OTS) is responsible for subitizing, that is, the exact quantification of small sets. In recent years, the multiple-deficit framework has become increasingly popular. On the one hand, it explains the impairment of certain general cognitive functions in children with DD, such as executive functions, attention, visual-perceptual discrimination, processing speed, and rapid scanning of visual information. On the other hand, it provides a theoretical basis for explaining the simultaneous occurrence of the different types of other comorbid conditions (such as dyslexia and ADHD) and the relationship between them. We suggest that the face recognition could be considered as another, probably impaired function in dyscalculic individuals. We highlight several brain areas involved both in numerical and facial processing: intraparietal sulcus (IPS), fusiform gyrus (FFG), and hippocampus (HC). We consider the possibility of expanding the scope of dyscalculia research by application of face perception paradigms.
PubMed: 38235284
DOI: 10.3389/fpsyg.2023.1218124